PRECALCULUS:

A Self-Learning Module for STEM 11

Module 3:
Conic Section - Ellipse

JAY C. JAMIN, M.Eng., LPT

Bayawan National High School – Senior High School
Printed 2020

Department of Education
Schools Division Office – Bayawan City
Bayawan National High School – Senior High School Department
Brgy. Villareal, Bayawan City 6221, Negros Oriental

Every effort has been made to acknowledge original sources and to comply
with copyright law. If cases are identified where this has not been done, please
notify Bayawan NHS-SHS. Errors or omissions will be corrected in a future
edition. Sincere thanks to the authors, artists, and publishers who allowed
their original material to be used.

Any websites referenced in this document are subject to change without

notice.

The graphs in this document were created using GeoGebra.

All other illustrations in this module are digitally sketched by the author. 

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 MODULE 3 CONTENTS
 

INTRODUCTION .................................................................................................................................... iii 
GENERAL CONTENT OF THE COURSE ......................................................................................... iii 
MODULE CONTENT ............................................................................................................................. iii 
ABOUT THE CURRENT MODULE .................................................................................................... iv 
REMINDERS IN USING THIS MODULE ............................................................................................ v 
WHAT I NEED TO KNOW? ................................................................................................................ 1 
WHAT I KNOW? ..................................................................................................................................... 1 
WHAT’S IN? ............................................................................................................................................. 4 
WHAT’S NEW? ....................................................................................................................................... 4 
ACTIVITY M3–1.1: Measure Me! ....................................................................................................... 4 
WHAT IS IT? ........................................................................................................................................... 5 
WHAT’S MORE? .................................................................................................................................. 20 
ACTIVITY M3–1.2: Try Me ................................................................................................................. 21 
ACTIVITY M3–1.3: The Reverse ...................................................................................................... 21 
WHAT’S I HAVE LEARNED? .......................................................................................................... 21 
WHAT’S I CAN DO? ........................................................................................................................... 22 
ASSESSMENT ...................................................................................................................................... 23 
ADDITIONAL ACTIVITY .................................................................................................................. 23 
ANSWER KEYS .................................................................................................................................... 24 
REFERENCES ....................................................................................................................................... 27 
 

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 INTRODUCTION

GENERAL CONTENT OF THE COURSE

 
Welcome to Precalculus: Self-Learning Modules for STEM 11 (Science, Technology,
Engineering and Mathematics for Grade 11)! This course is a continuation of the concepts
you have studied in previous years, as well as an introduction to new topics. It builds upon
the foundational knowledge on algebra, geometry and trigonometry that you have acquired
in the previous years. You will put to use many of the skills that you have already learned to
solve problems and learn new skills along the way. This course helps you develop the skills,
ideas, and confidence you will need to continue studying STEM courses in the future.

Problem solving, communication, reasoning, and mental math are some of the themes you
will discover in each module. You will engage in a variety of activities that promote the
connections between symbolic math ideas and the world around you.

There are three main areas that you will be exploring: Analytic Geometry in Two
Dimensions, Discrete Mathematics, and Trigonometry.

The division of this course are organized as follows:

Part I: Analytic Geometry in Two Dimensions

• Module 1. Introduction to Conic Sections and the Circle Conics
• Module 2. Conic Section: Parabola
• Module 3. Conic Section: Ellipse
• Module 4. Conic Section: Hyperbola
• Module 5. Situational Problems Involving Conic Sections

Part II: Discrete Mathematics

• Module 6. Systems of Nonlinear Equations
• Module 7. Situational Problems Involving Systems of Nonlinear Equations
• Module 8. Sequences and Series
• Module 9. Mathematical Induction and the Binomial Theorem

Part III: Trigonometry

• Module 10. Linear and Angular Measures
• Module 11. Standard Position and Coterminal Angles
• Module 12. Reference Angles and Circular Functions
• Module 13. Domain and Range of Circular Functions
• Module 14. Situational Problems Involving Circular Functions
• Module 15. Identity and Conditional Equations
• Module 16. Trigonometric Identities
• Module 17. Situational Problems Involving Trigonometric Identities
• Module 18. Inverse Trigonometric Identities and Equations

MODULE CONTENT
 
This module has the following main parts:

WHAT I NEED TO KNOW? This will give you an idea of the skills or competencies you are expected
to learn in the module.

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 WHAT I KNOW? This part includes an activity that aims to check what you already know
about the lesson to take. If you get all the answers correct (100%), you
may decide to skip this module.

WHAT’S IN? This is a brief drill or review to help you link the current lesson with the
previous one.

WHAT’S NEW? In this portion, the new lesson will be introduced to you in various ways
such as a story, a song, a poem, a problem opener, an activity or a
situation.

WHAT IS IT? This section provides a brief discussion of the lesson. This aims to help
you discover and understand new concepts and skills.

WHAT’S MORE? This comprises activities for independent practice to solidify your
understanding and skills of the topic. You may check the answers to the
exercises using the Answer Key at the end of the module.

WHAT I HAVE LEARNED? This includes questions or blank sentence/paragraph to be filled in to

process what you learned from the lesson.

WHAT I CAN DO? This section provides an activity which will help you transfer your new
knowledge or skill into real life situations or concerns.

ASSESSMENT This is a task which aims to evaluate your level of mastery in achieving
the learning competency.

ADDITIONAL ACTIVITIES In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. This also tends retention of
learned concepts.

ANSWER KEY This contains answers to all activities in the module.

REFERENCES This is a list of all sources used in developing this module.

ABOUT THE CURRENT MODULE

 
This module is the 3rd of the series of 18 Precalculus modules that will be given to you
throughout the semester. In this module, you will be introduced to another type of conic
section – the ellipse.

You will take the pre-assessment test at the start of this module to see how much
background information and knowledge you have in the current topic.

This module is self-instructional. You can read, analyze concepts and ideas presented, and
reflect on them. Activities will help you assess how you progress as you go through the
module. Should you need help and further clarification, you can ask the assistance of your
subject teacher.

Write your answers and solutions (if applicable) to the pre-assessment, activities and
exercises on a notebook dedicated to precalculus (you may call it Precalculus Formative
Assessment Notebook). This notebook will be submitted to your subject teacher as part of
your formative evaluation (to be submitted once on midterm, and again on finals).

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REMINDERS IN USING THIS MODULE
 
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction/s carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

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 WHAT I NEED TO KNOW?

This module was designed and written with you in mind. It is here to help you master the key
concepts of conic sections – specifically on ellipse. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.

After going through this module, you will be able to:

□ Define an ellipse;
□ Determine the standard form of equation of an ellipse;
□ Graph an ellipse in a rectangular coordinate system;
□ Graph an ellipse given an equation in standard form; and
□ Solve problems involving ellipse.

WHAT I KNOW?

Instructions: Choose the letter of the best answer. Write the chosen letter on your Precalculus
Formative Assessment Notebook. If applicable, show your solutions as well.
1. Which of the following best defines an ellipse?
a. A curve outside two focal points, such c. A curve outside two focal points, such
that for all points on the curve, the that for all points on the curve, the sum
difference of the two distances to the of the two distances to the focal points
focal points is a constant. is a constant.
b. A curve surrounding two focal points, d. A curve surrounding two focal points,
such that for all points on the curve, the such that for all points on the curve, the
difference of the two distances to the sum of the two distances to the focal
focal points is a constant. points is a constant.

2. The major axis of an ellipse is always the__________

a. Longest b. Shortest

3. The foci of an ellipse are ___________

a. Always on the major axis c. Always outside the ellipse
b. Always on the minor axis

4. A circle is just an ellipse where __________

a. The center is always at the origin c. The major and minor axis are the same
length
b. There are 2 foci d. The origin is at the center

5. If the foci of an ellipse are very close together, the ellipse would look like a _________
a. Cone c. Parabola
b. Circle d. Hyperbola

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6. Write the equation for an ellipse that is centered at the origin, has a horizontal major axis
that is 8 units long and a minor axis that is 6 units long.
a. 𝑥 𝑦 c. 𝑥 𝑦
1 1
4 3 9 16
b. 𝑥 𝑦 d. 𝑥 𝑦
1 1
3 4 16 9

7. Which of the following could be the graph of the ellipse described in the previous question?

a. c.

b. d.

8. Find the foci of the ellipse 1

a. 3, 4 , 3, 6 c. 3, 4 , 3, 6
b. 3, 4 , 3, 6 d. 3, 4 , 3, 6

9. The major axis of the ellipse 1 is along _________.

a. The x-axis b. The y-axis

10. The center of the ellipse 1 is at _______.

a. 3, 1 c. 1, 3

b. 3, 1 d. 1, 3

11. Which of the following is not a vertex of the ellipse 1:

a. 3, 12 c. 3, 14
b. 15, 1 d. 9, 1

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12. Find the foci of the ellipse 1
a. 3, 2 , 5, 2 c. 3, 2 , 5, 2
b. 3, 2 , 5, 2 d. 3, 2 , 5, 2

13. The major axis of the ellipse 1 is along _________.

a. The x-axis b. The y-axis

14. What is the length of the major axis of the ellipse 1?

a. 4 c. 2
b. 16 d. 8

15. Express the following equation for an ellipse in standard form: 16𝑥 4𝑦 64
𝑥 𝑦 𝑥 𝑦
a. 1 c. 1
4 16 4 16
𝑥 𝑦
1 𝑥 𝑦
b. 16 4 d. 1
16 4

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 Lesson
CONIC SECTION: ELLIPSE
M3-1

WHAT’S IN?

In Module 1 you have learned that a conic section,

or conic, is a cross section of a cone – the
intersection of a plane with a right circular cone
(Demana, Waits, Foley, & Kennedy, 2011). An
ellipse is one of the three standard conic sections. It
is formed when you cut a plane on the cone
diagonally and intersects only on one nappe to form
a bounded curve (Figure 3.1). You will need a
background knowledge on the following before
moving through this module:

 Distance formula
 Rules for adding, subtracting, multiplying and
Figure 3.1 dividing fractions algebraic expressions, and
real numbers.

WHAT’S NEW?

ACTIVITY M3–1.1: Measure Me!

Measure Me!

2 3
4
1
5

0
d2
d1
F1 C F2
6

10
7
9
8

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 Measure Me! (continued)

Instructions:
Measure distances d1 and d2 for each marked point. Record the measurements on
your activity notebook in tabular manner as shown in Activity Table M3.1-1.

Definition:
d1 The distance between the marked points to the fixed-point F1
d2 The distance between the marked points to the fixed-point F2
Marked Points Points marked from 0 – 10

Guide Questions

1. Table M3.1-1. Record your measurements on a table like this:

Marked Note: You may use cm, mm or inch as base unit.

Point
d1 d2 d1 + d2
0
1
2
3
4
5
6
7
8
9
10

2. Does measurements d1 and d2 vary?

3. At which marked point does d1 and d2 equal?
4. What can you say about the sum of d1 and d2 for all marked points?

WHAT IS IT?

From Activity M3-1.1, we can define an ellipse as a curve where all set of points in a plane
whose sum of the distance from two fixed points is constant. The fixed points are called
FOCI (plural for focus). The line passing through the foci are oftentimes referred to as the
FOCAL AXIS. The CENTER is located midway between the foci. The VERTICES are the
points where the ellipse crosses the vertical and horizontal axes that passes through its
center. The line segment joining two vertices (denoted as V) passing through the foci ins
called the MAJOR AXIS. The line segment joining two vertices (denoted as B) passing
through the center and perpendicular to the major axis is called the MINOR AXIS. The
ECCENTRICITY, denoted as e, of a curve indicates the roundness of an ellipse (more
about eccentricity will be discussed later). The chord through a focus and perpendicular to
the major axis is called the LATUS RECTUM (plural form is LATERA RECTA, see Figure
3.2).

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 Figure 3.2 Anatomy of an ellipse

Figure 3.3 Significant coordinates of an ellipse (vertex at the origin)

Let us now derive the formula of an ellipse that with major axis along the x-axis and center at the
origin as shown in Figure 3.3. Always keep in mind that by definition, an ellipse is a set of all points
P(x, y) whose sum of the its distances from two fixed points, the foci, is constant. This means that
no matter where you are on an ellipse’s curve (that is if you move point P along the ellipse’s curve),
the sum of distances PF1 and PF2 will always be the same for that particular ellipse.

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Before we proceed, let us first define the following properties to graph an ellipse:

𝑎  The distance between the center to any of the two vertices along
the major axis – this is also the longest distance between a, b and
c.
2𝑎  The length of the major axis
𝑏  The distance between the center to any of the two vertices along
the minor axis
2𝑏  The length of the minor axis
𝑐  The distance from the center to any of the foci.
𝑐 𝑎 𝑏  The relationship between a, b and c (refer to Figure 3.3).
Derivation steps:
1. Note that the sum of PF1 and PF2 is constant. To determine the
value this constant let us imagine moving point P (refer to
Figure 3.3) to V1.

Here, distance PF1 is equal to 𝑎 𝑐. Subsequently, distance

PF2 is equal to 𝑐 𝑎, hence,
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑃𝐹 𝑃𝐹
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑎 𝑐 𝑐 𝑎
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑎 𝑐 𝑐 𝑎
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑎 𝑎 𝑐 𝑐
𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 2𝑎
Hence, the sum of PF1 and PF2 of an ellipse is 2𝑎 .
2. Now let us again imagine moving point P (refer to Figure 3.3)
to B1. This time two right triangles are formed.

From the figure above, we can easily deduce that the

hypotenuse for both triangles equal to 𝑎 . Hence, using
Pythagorean theorem, the relationship between a, b and c is
as follows:
𝑐 𝑎 𝑏

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 √𝑎 𝑏  Eccentricity, the amount of roundness
𝑒
𝑎

2𝑏  The length of the Latus Rectum

𝐿𝑅
𝑎

From the Figure 3.3, 𝑃𝐹 𝑃𝐹 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 2𝑎. Using distance formula, we get:

𝑃𝐹 𝑃𝐹 2𝑎
𝑥 𝑐 𝑦 0 𝑥 𝑐 𝑦 0 2𝑎
𝑥 𝑐 𝑦 𝑥 𝑐 𝑦 2𝑎
𝑥 𝑐 𝑦 2𝑎 𝑥 𝑐 𝑦
𝑥 𝑐 𝑥 𝑐
𝑥 𝑐 𝑥 𝑐
𝑥 𝑐𝑥 𝑥 𝑐𝑥
𝑐𝑥 𝑐 𝑐𝑥 𝑐
𝑥 2𝑐𝑥 𝑐 𝑥 2𝑐𝑥 𝑐

𝑥 2𝑐𝑥 𝑐 𝑦 2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
𝑥 2𝑐𝑥 𝑐 𝑦 2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
4𝑎 2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
2𝑎 𝑥 2𝑐𝑥 𝑐 𝑦 𝑥 2𝑐𝑥 𝑐 𝑦

4𝑎 4𝑎 𝑥 2𝑐𝑥 𝑐 𝑦 𝑥 2𝑐𝑥 𝑐 𝑦

𝑥 2𝑐𝑥 𝑐 𝑦 4𝑎 4𝑎 𝑥 2𝑐𝑥 𝑐 𝑦 𝑥 2𝑐𝑥 𝑐 𝑦

2𝑐𝑥 4𝑎 4𝑎 𝑥 2𝑐𝑥 𝑐 𝑦 2𝑐𝑥
2𝑐𝑥 2𝑐𝑥 4𝑎 4𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
4𝑐𝑥 4𝑎 4𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
𝑐𝑥 𝑎 𝑎 𝑥 2𝑐𝑥 𝑐 𝑦
𝑎 𝑥 2𝑐𝑥 𝑐 𝑦 𝑎 𝑐𝑥
𝑎 𝑐𝑥
𝑥 2𝑐𝑥 𝑐 𝑦
𝑎
𝑐𝑥
𝑥 2𝑐𝑥 𝑐 𝑦 𝑎
𝑎
𝑐𝑥
𝑥 2𝑐𝑥 𝑐 𝑦 𝑎
𝑎
𝑐𝑥
𝑎
𝑎
𝑐𝑥
𝑎
𝑎
𝑎𝑐𝑥
𝑎
𝑎
𝑎𝑐𝑥 𝑐 𝑥
𝑎 𝑎
𝑐 𝑥
𝑎 2𝑐𝑥
𝑎

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 𝑐 𝑥
𝑥 2𝑐𝑥 𝑐 𝑦 𝑎 2𝑐𝑥
𝑎
𝑐 𝑥
𝑥 𝑐 𝑦 𝑎
𝑎
Note:
The relationship between a, b and c is: 𝑐 𝑎 𝑏
𝑎 𝑏 𝑥
𝑥 𝑎 𝑏 𝑦 𝑎
𝑎
𝑎 𝑥 𝑏 𝑥
𝑥 𝑎 𝑏 𝑦 𝑎
𝑎 𝑎
𝑏 𝑥
𝑥 𝑏 𝑦 𝑥
𝑎
𝑏 𝑥
𝑏 𝑦
𝑎
𝑎 𝑏 𝑦 𝑏 𝑥
𝑎 𝑏 𝑎 𝑦 𝑏 𝑥
𝑎 𝑏 𝑏 𝑥 𝑎 𝑦
𝑏 𝑥 𝑎 𝑦 𝑎 𝑏
𝑎 𝑏 𝑎 𝑏
𝑏 𝑥 𝑎 𝑦
1
𝑎 𝑏 𝑎 𝑏
𝑥 𝑦
1
𝑎 𝑏

Table 3.1 List of standard equation forms of an ellipse

CASE FORMULA DESCRIPTION
𝑥 𝑦
1 1 Center at the origin and major axis along the x-axis
𝑎 𝑏
𝑥 𝑦
2 1 Center at the origin and major axis along the y-axis
𝑏 𝑎
𝑥 ℎ 𝑦 𝑘 Center, C(h, k), not on the origin and major axis along the
3 1
𝑎 𝑏 x-axis

𝑥 ℎ 𝑦 𝑘 Center, C(h, k), not on the origin and major axis along the
4 1
𝑏 𝑎 x-axis

Example M3–1.1
Write the equation for an ellipse that is centered at the origin, has a horizontal major axis
that is 8 units long and a minor axis that is 6 units long
a. 𝑥 𝑦 c. 𝑥 𝑦
1 1
4 3 9 16
b. 𝑥 𝑦 d. 𝑥 𝑦
1 1
3 4 16 9
Answer: d

Explanation (Refer to Table 3.1):

The problem states that the ellipse is centered at the origin, hence, this is either case 1 or
case 2. It also states that the major axis is horizontal. We can now deduce that this particular

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 ellipse belongs to case 1. Another clue given are the lengths of the major axis (2𝑎 ) and the
minor axis (2𝑏). Therefore,
2𝑎 8 2𝑏 6
8 6
𝑎 𝑏
2 2
𝑎 4 𝑏 3

Using the formula in case 1,

𝑥 𝑦
1
𝑎 𝑏
𝑥 𝑦
1
4 3
𝑥 𝑦
1
16 9

Therefore, the answer is d.

Example M3–1.2
Graph example M2-1.1.

Solution:
Step 1. To graph an ellipse, first identify its properties. In the previous
example, a and b were already determined. From this, the variable c
can be calculated
𝑐 𝑎 𝑏
4 3
√16 9
𝑐 √7 2.64575
Step 2. Now you will be able to identify the foci and the vertices.
Foci:
𝐹 𝑐, 0 𝐹 2.64575, 0
𝐹 𝑐, 0 𝐹 2.64575, 0
Vertices along major axis:
𝑉 𝑎, 0 𝑉 4, 0
𝑉 𝑎, 0 𝑉 4, 0
Vertices along minor axis:
𝐵 0, 𝑏 𝐵 0, 3
𝐵 0, 𝑏 𝐵 0, 3
Step 3. Graph

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Example M3–1.3
Find the foci and the vertices of the ellipse 1.

Solution:
Step 1. Rewrite the given expression into standard equation form.
𝑥 3 𝑦 1
1
144 169
𝑥 3 𝑦 1
1
12 13

Step 2. Among the advantages of rewriting an equation into its standard form is
it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶 3, 1
In this problem the y-variable has the largest denominator. This tells us
that the major axis is along the y-axis. Hence this is a Case 4 problem
where:
𝑎 13 𝑏 12

Step 3. Solve for “c”

𝑐 𝑎 𝑏
13 12
√25
𝑐 5

Step 4. Solve for the foci and vertices.

Foci:
𝐹 ℎ, 𝑘 𝑐 𝐹 3, 1 5 𝐹 3, 6
𝐹 ℎ, 𝑘 𝑐 𝐹 3, 1 5 𝐹 3, 6
Vertices along major axis:
𝑉 ℎ, 𝑘 𝑎 𝑉 3, 1 13 𝑉 3, 14
𝑉 ℎ, 𝑘 𝑎 𝑉 3, 1 13 𝑉 3, 12
Vertices along minor axis:
𝐵 ℎ 𝑏, 𝑘 𝐵 3 12, 1 𝐵 15, 1
𝐵 ℎ 𝑏, 𝑘 𝐵 3 12, 1 𝐵 9, 1

Step 5. Graph (optional)

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 11

 
Example M3–1.4
Find the foci and the vertices of the ellipse 1.

Solution:
Step 1. Rewrite the given expression into standard equation form.
𝑥 1 𝑦 2
1
25 9
𝑥 1 𝑦 2
1
5 3

Step 2. Among the advantages of rewriting an equation into its standard form is
it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶 1, 2
In this problem the x-variable has the largest denominator. This tells us
that the major axis is along the x-axis. Hence this is a Case 3 problem
where:
𝑎 5 𝑏 3

Step 3. Solve for “c”

𝑐 𝑎 𝑏
5 3
√ 16
𝑐 4

Step 4. Solve for the foci and vertices.

Foci:
𝐹 ℎ 𝑐, 𝑘 𝐹 1 4, 2 𝐹 5, 2
𝐹 ℎ 𝑐, 𝑘 𝐹 1 4, 2 𝐹 3, 2
Vertices along major axis:
𝑉 ℎ 𝑎, 𝑘 𝑉 1 5, 2 𝑉 6, 2
𝑉 ℎ 𝑎, 𝑘 𝑉 1 5, 2 𝑉 4, 2
Vertices along minor axis:
𝐵 ℎ, 𝑘 𝑏 𝐵 1, 2 3 𝐵 1, 1
𝐵 ℎ, 𝑘 𝑏 𝐵 1, 2 3 𝐵 1, 5

Step 5. Graph (optional)  

12  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
Example M3–1.5
Find the center, vertices (V1 and V2), covertices (B1 and B2), foci, ends of latera recta and
eccentricity of the ellipse below. Then sketch the graph.
36𝑥 25𝑦 900

Solution:
Step 1. Rewrite the given expression into standard equation form. To do this,
divide both sides with 900.
36𝑥 25𝑦 900
36𝑥 25𝑦 900
900 900
36𝑥 25𝑦
1
900 900
𝑥 𝑦
1
25 36
𝑥 𝑦
1
5 6

Step 2. Among the advantages of rewriting an equation into its standard form
is it enables us to see several properties of conic sections. From the
equation above, we can see that the center is located at:
𝐶 0, 0
In this problem the y-variable has the largest denominator. This tells
us that the major axis is along the y-axis. Hence this is a Case 2
problem where:
𝑎 6 𝑏 5

Step 3. Solve for “c”

𝑐 𝑎 𝑏
6 5
𝑐 √11 3.31662

Step 4. Solve for the foci and vertices.

Foci:
𝐹 ℎ, 𝑘 𝑐 𝐹 0, 0 √11 𝐹 0, √11
𝐹 ℎ, 𝑘 𝑐 𝐹 0, 0 √11 𝐹 0, √11
Vertices along major axis:
𝑉 ℎ, 𝑘 𝑎 𝑉 0, 0 6 𝑉 0, 6
𝑉 ℎ, 𝑘 𝑎 𝑉 0, 0 6 𝑉 0, 6
Vertices along minor axis:
𝐵 ℎ 𝑏, 𝑘 𝐵 0 5, 0 𝐵 5, 0
𝐵 ℎ 𝑏, 𝑘 𝐵 0 5, 0 𝐵 5, 0

Step 5. Solve for the eccentricity.

√𝑎 𝑏 𝑐
𝑒
𝑎 𝑎
√11
6
√11
𝑒 0.55277
6

Step 6. Ends of Latera Recta:

2𝑏
𝐿𝑅
𝑎

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 13

 
 2 5
𝐿𝑅
6
25
𝐿𝑅 8.33333
3

Along F1: 𝐹 ℎ, 𝑘 𝑐
ℎ , 𝑘 𝑐 and ℎ , 𝑘 𝑐
0 , 0 √11 and 0 , 0 √11
, √11 and , √11

Along F2: 𝐹 ℎ, 𝑘 𝑐
ℎ , 𝑘 𝑐 and ℎ , 𝑘 𝑐
0 , 0 √11 and 0 , 0 √11
, √11 and , √11

Step 7. Graph (optional)

Example M3–1.6
Find the center, vertices (V1 and V2), covertices (B1 and B2), foci, ends of latera recta and
eccentricity of the ellipse below. Then sketch the graph.
25𝑥 81𝑦 150𝑥 324𝑦 1476 0

Solution:
Step 1. Rewrite the given expression into standard equation form.
For this type of problem, your first task is to move all constants to the
right side of the equation and then arrange all similar terms,
25𝑥 81𝑦 150𝑥 324𝑦 1476 0
25𝑥 150𝑥 81𝑦 324𝑦 1476

Step 2. Factor and complete the square (review your notes on Module 1).
25𝑥 150𝑥 81𝑦 324𝑦 1476
25 𝑥 6𝑥 81 𝑦 4𝑦 1476
Keep in mind that in this case there is a constant outside the terms to
whom you are to complete the square. Do not forget to include these
factors when you add terms on the right side.

14  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
 6 4
25 𝑥 6𝑥 81 𝑦 4𝑦
2 2
6 4
1476 25 81
2 2
25 𝑥 6𝑥 3 81 𝑦 4𝑦 2 1476 25 3 81 2

Step 3. Evaluate and factor

25 𝑥 6𝑥 3 81 𝑦 4𝑦 2 1476 25 3 81 2
25 𝑥 3 81 𝑦 2 1476 25 9 81 4
25 𝑥 3 81 𝑦 2 1476 225 324
25 𝑥 3 81 𝑦 2 2025
25 𝑥 3 81 𝑦 2 2025
2025 2025 2025
𝑥 3 𝑦 2
1
81 25
𝑥 3 𝑦 2
1
9 5

Step 4. From the equation above, we can see that the center is located at:
𝐶 3, 2
In this problem the x-variable has the largest denominator. This tells
us that the major axis is along the x-axis. Hence this is a Case 3
problem where:
𝑎 9 𝑏 5

Step 5. Solve for “c”

𝑐 𝑎 𝑏
9 5
𝑐 √ 56 2√14 7.48331

Step 6. Solve for the foci and vertices.

Foci:
𝐹 ℎ 𝑐, 𝑘 𝐹 3 2√14, 2
𝐹 ℎ 𝑐, 𝑘 𝐹 3 2√14, 2
Vertices along major axis:
𝑉 ℎ 𝑎, 𝑘 𝑉 3 9, 2 𝑉 6, 2
𝑉 ℎ 𝑎, 𝑘 𝑉 3 9, 2 𝑉 12, 2
Vertices along minor axis:
𝐵 ℎ, 𝑘 𝑏 𝐵 3, 2 5 𝐵 3, 7
𝐵 ℎ, 𝑘 𝑏 𝐵 3, 2 5 𝐵 3, 3

Step 7. Solve for the eccentricity.

√𝑎 𝑏 𝑐
𝑒
𝑎 𝑎
2√14
9
2√14
𝑒 0.83148
9

Step 8. Ends of Latera Recta:

2𝑏
𝐿𝑅
𝑎

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 15

 
 2 5
𝐿𝑅
9
50
𝐿𝑅 5.55556
9

Along F1: 𝐹 ℎ 𝑐, 𝑘
ℎ 𝑐, 𝑘 and ℎ 𝑐, 𝑘
3 2√14, 2 and 3 2√14, 2
3 2√14, and 3 2√14,

Along F2: 𝐹 ℎ 𝑐, 𝑘
ℎ 𝑐, 𝑘 and ℎ 𝑐, 𝑘
3 2√14, 2 and 3 2√14, 2
3 2√14, and 3 2√14,

Step 9. Graph (optional)

Example M3–1.7
An ellipse has vertices (-10, -4) and (6, -4), and covertices (-2, -9) and (-2, 1). Find its
standard equation and its foci.

Solution:
Step 1. Find the center. Since the center lies between the vertices, we can use
the midpoint formula (refer to your Module 1 notes) to find it.

Option 1: Option 2:
Using the vertices Using the covertices
(-10, -4) and (6, -4) (-2, -9) and (-2, 1)

𝑥 𝑥 𝑥 𝑥
𝑥 𝑥
2 2
10 6 2 2
2 2
𝑥 2 𝑥 2

16  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
 Option 1: Option 2:
Using the vertices Using the covertices
(-10, -4) and (6, -4) (-2, -9) and (-2, 1)

𝑦 𝑦 𝑦 𝑦
𝑦 𝑦
2 2
4 4 9 1
2 2
𝑦 4 𝑦 4

Therefore, C(-2, -4)

Step 2. Compute for the distance (2a) between the two vertices along major
axis using distance formula.
𝑑 2𝑎 𝑥 𝑥 𝑦 𝑦
6— 10 4— 4
16 0
16
2𝑎 16

𝑎 8

Step 3. Compute for the distance (2b) between the two covertices along
minor axis using distance formula.
𝑑 2𝑏 𝑥 𝑥 𝑦 𝑦
2— 2 1— 9
0 10
10
2𝑏 10

𝑏 5

Step 4. Solve for “c”

𝑐 𝑎 𝑏
8 5
𝑐 √39 6.245

Step 5. Solve for the foci. Looking at the given values, the major axis lies
along the x-axis, hence, use case 3 formulas.
Foci:
𝐹 ℎ 𝑐, 𝑘 𝐹 2 √39, 4
𝐹 ℎ 𝑐, 𝑘 𝐹 2 √39, 4

Step 6. Since the properties of this ellipse are now know, the next step is to
determine its standard equation (refer to the equation form for case 3)
x h y k
1
a b
x 2 y 4
1
8 5
x 2 y 4
1
64 25

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 17

 
 Step 7. Graph (optional)

Example M3–1.8
Give the coordinates of the center, vertices, covertices, and foci of the ellipse whose
equation is:
9𝑥 16𝑦 126𝑥 64𝑦 71

Solution:
Step 1. Rewrite the given expression into standard equation form.
For this type of problem, your first task is to move all constants to the
right side of the equation and then arrange all similar terms,
9𝑥 16𝑦 126𝑥 64𝑦 71
9𝑥 126𝑥 16𝑦 64𝑦 71

Step 2. Factor and complete the square (review your notes on Module 1).
9𝑥 126𝑥 16𝑦 64𝑦 71
9 𝑥 14𝑥 16 𝑦 4𝑦 71
Keep in mind that in this case there is a constant outside the terms to
whom you are to complete the square. Do not forget to include these
factors when you add terms on the right side.
14 4
9 𝑥 14𝑥 16 𝑦 4𝑦
2 2
14 4
71 9 16
2 2
9 𝑥 14𝑥 7 16 𝑦 4𝑦 2 71 9 7 16 2

Step 3. Evaluate and factor

9 𝑥 14𝑥 7 16 𝑦 4𝑦 2 71 9 7 16 2
9 𝑥 7 16 𝑦 2 71 9 49 16 4
9 𝑥 7 16 𝑦 2 71 441 64
9 𝑥 7 16 𝑦 2 576
9 𝑥 7 16 𝑦 2 576
576 576 576
𝑥 7 𝑦 2
1
64 36
𝑥 7 𝑦 2
1
8 6

18  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
 Step 4. From the equation above, we can see that the center is located at:
𝐶 7, 2
In this problem the x-variable has the largest denominator. This tells
us that the major axis is along the x-axis. Hence this is a Case 3
problem where:
𝑎 8 𝑏 6

Step 5. Solve for “c”

𝑐 𝑎 𝑏
8 6
𝑐 √ 28 2√7 5.29150

Step 6. Solve for the foci and vertices.

Foci:
𝐹 ℎ 𝑐, 𝑘 𝐹 7 2√7, 2
𝐹 ℎ 𝑐, 𝑘 𝐹 7 2√7, 2
Vertices along major axis:
𝑉 ℎ 𝑎, 𝑘 𝑉 7 8, 2 𝑉 1, 2
𝑉 ℎ 𝑎, 𝑘 𝑉 7 8, 2 𝑉 15, 2
Vertices along minor axis:
𝐵 ℎ, 𝑘 𝑏 𝐵 7, 2 6 𝐵 7, 8
𝐵 ℎ, 𝑘 𝑏 𝐵 7, 2 6 𝐵 7, 4

Step 9. Graph

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 19

 
 WHAT’S MORE?
Table 3.2 Summary of formulas to determine the properties of an ellipse
NAME/ DESCRIPTION FORMULA

HORIZONTAL ELLIPSE (Major axis along X-axis)

x h y k
1 
𝑎 𝑏
Center 𝐶 ℎ, 𝑘
Vertices 𝑉 ℎ 𝑎, 𝑘 𝑉 ℎ 𝑎, 𝑘
Covertices 𝐵 ℎ, 𝑘 𝑏 𝐵 ℎ, 𝑘 𝑏
Distance from center to focus (c) 𝑐 𝑎 𝑏
Foci 𝐹 ℎ 𝑐, 𝑘 𝐹 ℎ 𝑐, 𝑘
2𝑏
Latus Rectum 𝐿𝑅
𝑎
𝐿𝑅 𝐿𝑅
Ends of Latus Rectum (Left) ℎ 𝑐, 𝑘 ℎ 𝑐, 𝑘
2 2
𝐿𝑅 𝐿𝑅
Ends of Latus Rectum (Right) ℎ 𝑐, 𝑘 ℎ 𝑐, 𝑘
2 2
√𝑎 𝑏 𝑐
Eccentricity 𝑒
𝑎 𝑎
Domain ℎ 𝑎 𝑥 ℎ 𝑎
Range 𝑘 𝑏 𝑦 𝑘 𝑏

VERTICAL ELLIPSE (Major axis along y-axis)

x h y k
1 
b a
Center 𝐶 ℎ, 𝑘
Vertices 𝑉 ℎ, 𝑘 𝑎 𝑉 ℎ, 𝑘 𝑎
Covertices 𝐵 ℎ 𝑏, 𝑘 𝐵 ℎ 𝑏, 𝑘
Distance from center to focus (c) 𝑐 𝑎 𝑏
Foci 𝐹 ℎ, 𝑘 𝑐 𝐹 ℎ, 𝑘 𝑐
2𝑏
Latus Rectum 𝐿𝑅
𝑎
𝐿𝑅 𝐿𝑅
Ends of Latus Rectum (Top) ℎ ,𝑘 𝑐 ℎ ,𝑘 𝑐
2 2
𝐿𝑅 𝐿𝑅
Ends of Latus Rectum (Bottom) ℎ ,𝑘 𝑐 ℎ ,𝑘 𝑐
2 2
√𝑎 𝑏 𝑐
Eccentricity 𝑒
𝑎 𝑎
Domain ℎ 𝑏 𝑥 ℎ 𝑏
Range 𝑘 𝑎 𝑦 𝑘 𝑎

20  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
ACTIVITY M3–1.2: Try Me

Try Me

Directions: Give the coordinates of the center, foci, vertices and covertices of the ellipse with
the given equation. Sketch the graph and include these points.
1. 1
2. 41𝑥 16𝑦 24𝑥 192𝑦 289 0

ACTIVITY M3–1.3: The Reverse

The Reverse

1. The foci of an ellipse are (-3, -6) and (-3, 2). For any point on the ellipse, the sum of
its distances from the foci is 4. Find the standard equation of the ellipse.
2. An ellipse has vertices 2 √61, 5 and 2 √61, 5 . Its minor axis is 12 units
long. Find its standard equation and its foci.

WHAT’S I HAVE LEARNED?

Directions: Answer what is asked. Write your answers on your activity notebook.
1. Give the definition of the following:
a. Ellipse
___________________________________________________________________
___________________________________________________________________
b. Vertices
___________________________________________________________________
___________________________________________________________________
c. Covertices
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
d. Foci
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
e. Latera Recta
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
f. Minor and Major Axes
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 21

 
 2. Write down the steps in determining the properties of the following ellipse:
x 2 y 4
1
64 25
3. Write down the indications/descriptions on how an ellipse is oriented based on its
equation.
Horizontal Vertical

WHAT’S I CAN DO?

Directions: Solve the following. Write your answers and solutions on your activity notebook.

A. Give the coordinates of the center, vertices, covertices, and foci of the ellipse with the given
equation. Sketch the graph, and include these points.
1. 1
2. 1
3. 4𝑥 13𝑦 52
B. Find the standard equation of the ellipse which satisfies the given conditions.
1. Foci (-7, 6) and (-1, 6). The sum of all the distances of any point from the foci is 14.
2. Center (5, 3), horizontal major axis is 20 units in length and minor axis is 16.
3. Length of major axis is 22. Foci is 9 units above and below the center (2,4)

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

22  Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3

 
 ASSESSMENT

Directions: Solve the following. Write your answers and solutions on your activity notebook.

A. A. Give the coordinates of the center, vertices, covertices, and foci of the ellipse with the
given equation. Sketch the graph, and include these points.
1. 9𝑥 16𝑦 72𝑥 96𝑦 144 0
2. 36𝑥 20𝑦 144𝑥 120𝑦 396 0
B. B. Find the standard equation of the ellipse which satisfies the given conditions.
1. Covertices (-4, 8) and (10, 8), one focus at (3, 12).
2. Focus (-6, -2), covertex (-1, 5), horizontal major axis.

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

ADDITIONAL ACTIVITY

Directions: Solve the following. Write your answers and solutions on your activity notebook.

1. A semielliptical tunnel has height 9 ft and width of 30 ft. A truck that is about to pass
through is 12 ft wide and 8.3 ft high. Will this truck be able to pass through the tunnel?
Explain your answer.

Source: (Bacani, Eden, Estrada, Francisco, & Vidallo, 2016)

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 23

 
  
Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 24 
  
What I Know Activity M3–1.2: Try Me (Graph)
1. d 1.  
2. a
3. a
4. c
5. b
6. d
7. c
8. a
9. b
10. b
11. c
12. b
13. a
14. d
15. a
Activity M3–1.1: Measure Me
1. Your answers may vary depending on the
base unit you are using. 2.
2. Yes, but at point 3, the measurements are
the same (or almost the same)
3. Point 3
4. The same (or equal) or almost the same (if
there are errors in the measurement)
Activity M3–1.2: Try Me (Properties)
1. 𝐶 3, 5
𝐹 3, 0
𝐹 3, 10
𝑉 3, 2
𝑉 3, 12
𝐵 1.9, 5
𝐵 7.9, 5
2. 𝐶 3, 6
𝐹 3, 1
𝐹 3, 11
𝑉 3, 0.4 Activity M3–1.3: The Reverse (SE)
𝑉 3, 12.4
𝐵 1, 6 1. 1
𝐵 7, 6 2. 1
ANSWER KEYS
  
25 Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3
  
Activity M3–1.3: The Reverse (Graph) WHAT I CAN DO (continued)
1. A.
2. 𝐶 0, 0
𝐹 0, 5
𝐹 0, 5
𝑉 0, 13
𝑉 0, 13
𝐵 12, 0
𝐵 12, 0
2.
3. 𝐶 0, 0
𝐹 3, 0
𝐹 3, 0
𝑉 3.61, 0
𝑉 3.61, 0
𝐵 0, 2
𝐵 0, 2
WHAT I CAN DO
A.
1. 𝐶 0, 0
𝐹 12, 0
𝐹 12, 0
𝑉 13, 0
𝑉 13, 0
𝐵 0, 5
𝐵 0, 5
ANSWER KEYS (continued)
  
Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 26 
  
WHAT I CAN DO (continued) ASSESSMENT (continued)
B. A.
1. 1 1. 𝐶 4, 3
𝐹 6.65, 3
𝐹 1.35, 3
𝑉 8, 3
𝑉 0, 3
𝐵 4, 0
𝐵 4, 6
2. 1
2. 𝐶 2, 3
𝐹 2, 7
𝐹 2, 1
𝑉 2, 9
𝑉 2, 3
𝐵 6.47, 3
𝐵 2.47, 3
3. 1
B.
1. 1
2. 1
ADDITIONAL ACTIVITY
1. NO
ANSWER KEYS (continued)
 REFERENCES
 
Bacani, J. B., Eden, R. B., Estrada, G. A., Francisco, F. F., & Vidallo, M. J. (2016). Teaching Guide for Senior 
High School: Precalculus ‐ Core Subject. (M. Q. Aberin, F. F. Francisco, & R. M. Marcelo, Eds.) 
Quezon City, Philippines: Commision on Higher Education. 

Demana, F. D., Waits, B. K., Foley, G. D., & Kennedy, D. (2011). Precalculus: Graphical, Numerical, 
Algebraic. Boston, MA: Pearson Education, Inc. 

Jamin, J.C. | Precalculus: A Self-Learning Module for STEM 11 | Module 3 27